New teaching-learning methods have been implemented at the Marília School of Medicine (FAMEMA) in Brazil for more than a decade. The current study analyzes the strengths and weaknesses of active learning methods from the students' perspective. Data were collected through interviews with nursing and medical students. The data were interpreted using dialectical hermeneutics. The meanings extracted from the students' speech acts indicate that the active methodologies encourage constant study, independence, and responsibility, and allow the integration of biopsychosocial dimensions, prepare the students for team work, and foster closer contact between the students and users and staff. However, not all students are prepared for this experience. Some feel lost in their search for know ledge, in addition to displaying difficulties in their integration with the health team. Building and improving new learning models requires constant effort.
Active Learning; Education, Higher; Students, Medical; Students, Nursing